NURS 6053 Discussion: Systems Leadership

NURS 6053 Discussion: Systems Leadership

NURS 6053 Discussion: Systems Leadership

Five Clues to Talent: A Guide to Real-Life Strengths Conversations

It doesn’t matter if you’re stuffing a carry-on into an overhead compartment or stirring a fizzy drink at a cocktail party. In less than 10 minutes, you can bet on one question flying your way: “So, what do you do?”

All too often we reply with a general description of our career. And while we may have the best intentions,

we miss out on an opportunity to focus on what makes each of us unique, to spotlight talent and to help others do the same.

The best way to help people focus on strengths may be to simply change the question. Why don’t we ask, “What do you love to do?”

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Don Clifton highlighted questions that help direct people to talent in his 1992 book Soar with Your Strengths. Today these “Clues to Talent” are a staple of strengths education. Let’s also consider them a framework for strengths-based conversations. The obligation we have to those we lead, serve, and love is to help reveal to them their strengths, and these clues help us get there.

Five Clues to Talent

Yearning: ´Clifton calls yearnings “part of the wisdom of the body.” Think of this as the pull or attraction to one activity rather than another. A leader might learn of the yearnings of her team by asking, “What do you know you can do well, but haven’t yet done?” or, “If you had an entire week of your calendar open up and couldn’t work on previous commitments, what would you spend your time doing?”

Satisfaction: It is rare to find pleasure in places we don’t also find strength. It is important for us to pay attention to individualized intrinsic motivation, the activities or opportunities that we genuinely enjoy. To help learn what gives others satisfaction, a coach may ask, “What sorts of activities do you finish and think, ‘I can’t wait to do that again’?” or, “What are you doing (at work or at play) when you’re truly enjoying yourself?”

Rapid Learning: Our third clue to talent deals with the way we are naturally wired to learn. Some patterns are so ingrained in our DNA that they open pathways of understanding we wouldn’t otherwise experience. To shed light on these pathways, consider asking about a person’s learning. “What have you done well that you didn’t need explained?” or, “What activities do you execute naturally, but struggle to break down into steps for others?”

Glimpses of Excellence: We are not alone on this planet, and neither are our strengths. Thankfully, others may offer clues to our own talent in the ways they recognize us. Success is a compilation of moments, and it takes a trained eye to notice these moments in everyday life. Listen to these experts, be they coaches, teachers, or

children. Help others weave a story from these moments by asking, “What have other people told you you’re great at doing?” or, “In your previous experience, what were you known for doing well?”

Total Performance Excellence: The Hungarian psychologist Mihaly Csikszentmihalyi calls it “Flow,” and describes the optimal state of intrinsic motivation. Don’t worry; getting people to talk about this does not take heavy textbooks. Simply inquire about times when all the pieces fell together. Do this by asking, “What are you doing when time seems to disappear?”

In a recent Gallup poll, half of Americans reported not using their strengths every day. Whether you’re a manager, colleague, coach, parent, or passenger on a plane, every single interaction is an opportunity to help others excel. It all starts by changing the conversation.

Copyright © 2019 Gallup, Inc. All rights reserved. CliftonStrengths^® and Gallup Poll^® are trademarks of Gallup, Inc.

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Discussion: NURS 6053 Systems Leadership

Systems Leadership

Organizational leadership is an essential determinant of institutional progress and change management. According to Cakir & Adiguzel (2020), leadership entails “the process or facilitating individual and collective effects to understand and influence the people to realize what is to be done and how and to realize the shared objectives” (p. 2). The competence to influence follows and enhances their motivation to pursue collective efforts requires leaders to possess and demonstrate unique values, strengths, and characteristics. Specchia et al. (2021) contend that empathy, listening skills, charismatic influence, effective communication, and conveying a sense of loyalty through shared goals are among a good leader’s characteristics, strengths, and values. To determine personal leadership values, strengths, and characteristics, it is vital to conduct individual assessments and identify areas of improvement.

After conducting the StrenthsFinder assessment of my leadership strengths, core values, and strengths, the results revealed that I am self-assured (self-confident), commanding, able to establish connections, willing to learn, and an activator. Self-assurance is a strength that enables me to withstand many different pressures and maintain the course (Gallup, 2022). A commanding attribute allows me to impose views on others and be truthful to others. Thirdly, establishing connections facilitates interpersonal collaboration and competence in developing high-performing teams.

Equally, readiness to learn is a vital attribute that bolsters my confidence and enables me to engage in adult learning experiences. Also, it contributes to the ongoing enhancement of knowledge, awareness, and experience consistent with ever-changing organizational contexts. Finally, being an activator enables me to effectively initiate and facilitate organizational change by obtaining employees’ buy-in and role modeling.

Besides the top five themes of my leadership strengths, the Gallup assessment revealed various leadership values and characteristics. My leadership values include passion, commitment, respect, self-confidence, and resilience. On the other hand, my leadership characteristics are passion, integrity, honesty, strong convictions, and the determination to learn. Although I possess the attributes of a great leader, there are some areas for improvement and development. Firstly, I should emphasize effective communication with other professionals before initiating the change process.

Secondly, I should address the “impatient to change” characteristic because it may lead to hastened decisions and the implementation of counterproductive interventions. According to Broome & Marshall (2021), leaders should demonstrate various competencies, including communication and relationship-building, professionalism, business skills, situational awareness, compassion, reliability, and trustworthiness. As a result, improving the identified characteristics will bolster my leadership attributes and competencies.

While improving my communication skills and patience, adopting aspects of transformational leadership, including individualized consideration, inspirational motivation, intellectual motivation, and idealized influence, is essential. Equally, implementing various communication and relationship management strategies, including self-awareness, self-management of emotions, and empathy, will motivate others to participate and influence decisions. As a result, it will be possible to affect change effectively and avoid hastened, informed decisions and practices.

References

Cakir, F. S., & Adiguzel, Z. (2020). Analysis of leader effectiveness in organization and knowledge sharing behavior on employees and organization. SAGE Open, 10(1), 1–14. https://doi.org/10.1177/2158244020914634

Gallup. (2022). The 34 Cliftonstrengths themes explain your talent DNA. https://www.gallup.com/cliftonstrengths/en/253715/34-cliftonstrengths-themes.aspx

Marshall, E. S., & Broome, M. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company, LLC.

Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021). Leadership styles and nurses’ job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https://doi.org/10.3390/ijerph18041552